(PS7-42) Internalizing Symptoms and Well-being in Adolescence: The Impact of Caregiver Emotion Socialization of Positive Affect and Positive Affect Regulation

Positive affect (PA) is disrupted in adolescents with internalizing symptoms (Anderson & Hope, 2008). Upregulation of PA is associated with well-being (Quoidbach et al., 2010). Caregivers teach rules for expressing PA via emotion socialization (ES; Eisenberg et al., 1998). ES responses may enhance (e.g., capitalize) dampen (e.g., minimize), or balance (e.g., moderate) PA (Wick et al., 2024). Dampening and balancing function similarly in U.S. adolescents, and enhancing ES responses relate to fewer depressive and social anxiety symptoms (Marousis et al., in preparation). PA regulation may mediate the relation from caregiver ES to outcomes. Specifically, we predict enhancing ES relates to better PA regulation, in turn relating to lower social anxiety and depression, and higher self-efficacy and belonging (Hyp1). Conversely, we predict dampening and balancing ES relates to worse PA regulation, in turn relating to higher social anxiety and depression, and lower self-efficacy and belonging (Hyp2). 

Undergraduate students (n=605, Mage=19.1±1.2, 64.5% Women, 85.0% White, 94.9% Non-Hispanic/Latinx) at a public Midwestern university completed a survey in 2021-2022. Participants reported caregiver PA ES during high school (adapted Responding to Adolescents’ Happy Affect Scale; Katz et al., 2014) and current PA regulation (Difficulty in Emotion Regulation Scale- Positive; Weiss et al., 2015), depressive symptoms (Depression Anxiety Stress Scales-21; Lovibond & Lovibond, 1995), social anxiety symptoms (Social Interaction Anxiety Scale; Mattick & Clarke, 1998), self-efficacy (New General Self-Efficacy Scale, Chen et al., 2001) and belonging (Psychological Sense of School Membership, Goodenow, 1998).

Bivariate correlations were in expected directions. Analyses were conducted with bootstrapped structural equation modeling. The full model had poor fit, X2(35, N= 594)=0.0, p=.00., as did one with direct paths between all variables, X2(44, N= 605)=0.0, p=.00. ES types may not predict PA regulation over and above one another due to shared variance, so we examined them individually. Indirect effects from Enhancing ES to depressive symptoms (ab= -.05, SE= .01, 95% CI =-.08, -.03), social anxiety symptoms (ab= -.04, SE= .01, 95% CI = -.07, -.02), self-efficacy (ab= .04, SE= .01, 95% CI = .02, .06), and belonging (ab= .02, SE= .01, 95% CI = .004, .04) were significant via PA regulation. Indirect effects from Dampening ES to depressive symptoms (ab= .07, SE= .02, 95% CI =.04, .11) were significant via PA regulation. Indirect effects from Balancing ES to self-efficacy (ab= -.04, SE= .01, 95% CI = -.07, -.02) were significant via PA regulation.

PA regulation mediates the relation from ES responses to adolescent internalizing and well-being outcomes. Hyp1 was supported. Enhancing ES teaches PA upregulation, a promotive skill for higher well-being and protective against internalizing symptoms. Hyp2 was partially supported. Dampening ES limits PA regulation practice leading to higher depressive symptoms. Balancing ES moderates PA regulation and predicts feelings of self-efficacy. Clinically, involving caregivers to coach PA regulation, particularly upregulation, may buffer against later internalizing symptoms and promote well-being.